Distance education has numerous inherent philosophies to utilize in teaching-learning situation. The problem solving aspect of distance learning encourages active involvement by students in teaching-learning situations; student selection of content; teachers as guides and motivators of student learning; ordering of learning experiences in terms of sequential flexible steps of problem solving; and student involvement in curriculum development. The subject centered approach in distance learning stresses the abstract and cognitive rather than the psychomotor and affective dimensions; teacher sequencing of subject matter; a structured curriculum; a teacher-developed curriculum; and student attainment of vital facts and concepts. A third philosophy, measurement-driven instruction, emphasizes a logical curriculum with teacher selection of sequential objectives; content directed at measurably-stated objectives; appraisal procedures aimed at measurably-stated objectives; and scope and sequence derived from ordered objectives. Student decision-making, a fourth philosophy in distance education, emphasizes that learners should be developing appropriate attitudes and skills in making choices; achieving optimally in making selections; working effectively in groups; becoming responsible individuals; and selecting meaningful tasks. (14 references) (MES)